@article{
 title = {RecoLibry-core: A component-based framework for building recommender systems},
 type = {article},
 year = {2019},
 pages = {In Press},
 websites = {https://www.sciencedirect.com/science/article/pii/S0950705119303296},
 month = {7},
 publisher = {Elsevier},
 day = {25},
 id = {0dccf48b-8a1b-36c9-a5a9-cc8f1af000d7},
 created = {2019-08-20T10:44:10.756Z},
 accessed = {2019-08-20},
 file_attached = {true},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:49:41.880Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {Recommendation systems are a key part of almost every modern consumer website. These systems include techniques to filter, explore and rank a huge amount of information based on users’ preferences or similar items. Designing and implementing a recommender system from scratch require skills of programming and recommending technologies. In this paper we describe RecoLibry-core, a framework to develop recommender systems based on the reuse of components provided by third-party frameworks.},
 bibtype = {article},
 author = {Jorro-Aragoneses, Jose L. and Recio-García, Juan A. and Díaz-Agudo, Belén and Jimenez-Diaz, Guillermo},
 doi = {10.1016/J.KNOSYS.2019.07.025},
 journal = {Knowledge-Based Systems}
}

Recommendation systems are a key part of almost every modern consumer website. These systems include techniques to filter, explore and rank a huge amount of information based on users’ preferences or similar items. Designing and implementing a recommender system from scratch require skills of programming and recommending technologies. In this paper we describe RecoLibry-core, a framework to develop recommender systems based on the reuse of components provided by third-party frameworks.

@book{
 title = {An Algorithm Independent Case-Based Explanation Approach for Recommender Systems Using Interaction Graphs},
 type = {book},
 year = {2019},
 source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
 keywords = {Explanations,Interaction graphs,Recommender systems},
 volume = {11680 LNAI},
 id = {741d62b8-8bc8-304c-aead-a8f44e4846e8},
 created = {2019-10-11T23:59:00.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2021-01-13T11:22:22.183Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {true},
 abstract = {© 2019, Springer Nature Switzerland AG. Explanations in recommender systems are essential to improve user confidence in the recommendation. Traditionally, recommendation algorithms are based on ratings or additional information about the item features or the user profile. But some of these approaches are implemented as black boxes where this information is not available to provide the explanations. In this work, we propose a case-based approach to support this kind of black-box recommenders in order to find explanatory examples. It is a knowledge-light approach that only requires the information extracted from the interactions between users and items. As these interaction graphs can be analyzed through social network analysis, we propose the use of link prediction techniques to find the most suitable explanatory cases for a recommended item.},
 bibtype = {book},
 author = {Caro-Martinez, M. and Recio-Garcia, J.A. and Jimenez-Diaz, G.},
 doi = {10.1007/978-3-030-29249-2_2}
}

© 2019, Springer Nature Switzerland AG. Explanations in recommender systems are essential to improve user confidence in the recommendation. Traditionally, recommendation algorithms are based on ratings or additional information about the item features or the user profile. But some of these approaches are implemented as black boxes where this information is not available to provide the explanations. In this work, we propose a case-based approach to support this kind of black-box recommenders in order to find explanatory examples. It is a knowledge-light approach that only requires the information extracted from the interactions between users and items. As these interaction graphs can be analyzed through social network analysis, we propose the use of link prediction techniques to find the most suitable explanatory cases for a recommended item.

@book{
 title = {Explanation of Recommenders Using Formal Concept Analysis},
 type = {book},
 year = {2019},
 source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
 keywords = {Explainable artificial intelligence,Explanations,Formal concept analysis,Recommender systems},
 volume = {11680 LNAI},
 id = {d0b34e5a-dea2-35b9-b301-8bb067610c89},
 created = {2019-10-11T23:59:00.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2021-01-13T11:22:42.465Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {true},
 abstract = {© 2019, Springer Nature Switzerland AG. Formal Concept Analysis is a mathematical approach which enables formalisation of concepts as basic units of human thinking and analysing data in the object-attribute form. In this paper, we propose the use of FCA as a general resource for explanations and apply it to explain the results of recommender systems. Our method is reusable and applicable to different domains. We define different types of explanations by travelling the lattice structure and analyse how the lattice metrics can be used to characterise the different types of user profiles.},
 bibtype = {book},
 author = {Diaz-Agudo, B. and Caro-Martinez, M. and Recio-Garcia, J.A. and Jorro-Aragoneses, J. and Jimenez-Diaz, G.},
 doi = {10.1007/978-3-030-29249-2_3}
}

© 2019, Springer Nature Switzerland AG. Formal Concept Analysis is a mathematical approach which enables formalisation of concepts as basic units of human thinking and analysing data in the object-attribute form. In this paper, we propose the use of FCA as a general resource for explanations and apply it to explain the results of recommender systems. Our method is reusable and applicable to different domains. We define different types of explanations by travelling the lattice structure and analyse how the lattice metrics can be used to characterise the different types of user profiles.

@book{
 title = {Personalized Case-Based Explanation of Matrix Factorization Recommendations},
 type = {book},
 year = {2019},
 source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
 keywords = {Case-based explanation,Matrix factorization,Personalised explanation},
 volume = {11680 LNAI},
 id = {03812034-5bf2-3f43-84d9-da6d355e8bd1},
 created = {2019-10-11T23:59:00.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2021-01-13T11:39:46.179Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {true},
 abstract = {© 2019, Springer Nature Switzerland AG. Matrix factorization is an advanced recommendation strategy based on characterizing both items and users on a vector of latent factors inferred from rating patterns. These vectors represent, somehow, a characterization of the user preferences in a lower dimensionality space. Although matrix factorization is more accurate that other recommendation strategies, the main problem associated with this approach is that the discovered factors are opaque and difficult to explain to the final user. In this paper we propose a personalized case-based explanation strategy that uses the latent factors to find similar explanatory cases already rated by the user.},
 bibtype = {book},
 author = {Jorro-Aragoneses, J. and Caro-Martinez, M. and Recio-Garcia, J.A. and Diaz-Agudo, B. and Jimenez-Diaz, G.},
 doi = {10.1007/978-3-030-29249-2_10}
}

© 2019, Springer Nature Switzerland AG. Matrix factorization is an advanced recommendation strategy based on characterizing both items and users on a vector of latent factors inferred from rating patterns. These vectors represent, somehow, a characterization of the user preferences in a lower dimensionality space. Although matrix factorization is more accurate that other recommendation strategies, the main problem associated with this approach is that the discovered factors are opaque and difficult to explain to the final user. In this paper we propose a personalized case-based explanation strategy that uses the latent factors to find similar explanatory cases already rated by the user.

@article{
 title = {Assessment of machine learning performance for decision support in venture capital investments},
 type = {article},
 year = {2019},
 keywords = {Crunchbase,decision support systems,explainable artificial intelligence,investment,machine learning,risk assessment,venture capital},
 volume = {7},
 id = {5e1f24a4-0b0c-3f87-92da-0c0c3790f886},
 created = {2020-01-28T23:59:00.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2021-03-04T05:55:01.087Z},
 read = {false},
 starred = {false},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {true},
 abstract = {© 2013 IEEE. The venture capital (VC) industry offers opportunities for investment in early-stage companies where uncertainty is very high. Unfortunately, the tools investors currently have available are not robust enough to reduce risk and help them managing uncertainty better. Machine learning data-driven approaches can bridge this gap, as they already do in the hedge fund industry. These approaches are now possible because data from thousands of companies over the world is available through platforms such as Crunchbase. Previous academic efforts have focused only on predicting two classes of exits, i.e., being acquired by other company or offering shares to the public, using only one or a few subsets of explanatory variables. These events are typically related to high returns, but also higher risk, making hard for a venture fund to get repeatable and sustainable returns. On the contrary, we will try to predict more possible outcomes including a subsequent funding round or the closure of the company using a large set of signals. In this way, our approach would provide VC investors with more information to set up a portfolio with lower risk that may eventually achieve higher returns than those based on finding unicorns (i.e., companies with a valuation higher than one billion dollars). We will analyze the performance of several machine learning methods in a dataset of over 120,000 early-stage companies in a realistic setting that tries to predict their progress in a 3-year time window. Results show that machine learning can support venture investors in their decision-making processes to find opportunities and better assessing the risk of potential investments.},
 bibtype = {article},
 author = {Arroyo, J. and Corea, F. and Jimenez-Diaz, G. and Recio-Garcia, J.A.},
 doi = {10.1109/ACCESS.2019.2938659},
 journal = {IEEE Access}
}

© 2013 IEEE. The venture capital (VC) industry offers opportunities for investment in early-stage companies where uncertainty is very high. Unfortunately, the tools investors currently have available are not robust enough to reduce risk and help them managing uncertainty better. Machine learning data-driven approaches can bridge this gap, as they already do in the hedge fund industry. These approaches are now possible because data from thousands of companies over the world is available through platforms such as Crunchbase. Previous academic efforts have focused only on predicting two classes of exits, i.e., being acquired by other company or offering shares to the public, using only one or a few subsets of explanatory variables. These events are typically related to high returns, but also higher risk, making hard for a venture fund to get repeatable and sustainable returns. On the contrary, we will try to predict more possible outcomes including a subsequent funding round or the closure of the company using a large set of signals. In this way, our approach would provide VC investors with more information to set up a portfolio with lower risk that may eventually achieve higher returns than those based on finding unicorns (i.e., companies with a valuation higher than one billion dollars). We will analyze the performance of several machine learning methods in a dataset of over 120,000 early-stage companies in a realistic setting that tries to predict their progress in a 3-year time window. Results show that machine learning can support venture investors in their decision-making processes to find opportunities and better assessing the risk of potential investments.

@inproceedings{
 title = {A Wikia census: motives, tools and insights},
 type = {inproceedings},
 year = {2018},
 keywords = {Knowledge P2P production,Wikia,census,collaborative work,online communities,wikis,wikisphere},
 pages = {2:1--2:6},
 websites = {http://dl.acm.org/citation.cfm?doid=3233391.3233526},
 publisher = {ACM Press},
 city = {Paris, France},
 id = {dc4341fb-eca9-3d71-bcf6-00e05df00949},
 created = {2018-08-29T15:57:50.641Z},
 accessed = {2018-08-29},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.122Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Jimenez-Diaz2018},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Jimenez-Diaz, Guillermo and Serrano, Abel and Arroyo, Javier},
 doi = {10.1145/3233391.3233526},
 booktitle = {Proceedings of the 14th International Symposium on Open Collaboration - OpenSym '18}
}

@inproceedings{
 title = {A Theoretical Model of Explanations in Recommender Systems},
 type = {inproceedings},
 year = {2018},
 pages = {52-63},
 id = {227eb630-72a3-3114-bfe3-48a753f2af72},
 created = {2019-02-12T17:46:18.033Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:22.703Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Caro-Martinez2018},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Caro-Martínez, Marta and Jimenez-Diaz, Guillermo and Recio-García, Juan A.},
 booktitle = {XCBR: Case-Based Reasoning for the Explanation of Intelligent Systems. Workshop at ICCBR 2018 – 26th International Conference on Case-Based Reasoning}
}

@inproceedings{
 title = {Similar Users or Similar Items? Comparing Similarity-Based Approaches for Recommender Systems in Online Judges},
 type = {inproceedings},
 year = {2017},
 pages = {92-107},
 websites = {http://dx.doi.org/10.1007/978-3-319-61030-6_7},
 publisher = {Springer International Publishing},
 city = {Trondheim, Norway},
 id = {7e0c3149-3b9d-3fd0-b92c-9480f4131468},
 created = {2017-06-25T13:17:11.549Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:49:41.789Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Caro-Martinez2017},
 folder_uuids = {6df9abd0-5908-481f-9a84-70a8979d24c8},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Caro-Martínez, Marta and Jimenez-Diaz, Guillermo},
 editor = {Aha, David W and Lieber, Jean},
 doi = {10.1007/978-3-319-61030-6_7},
 booktitle = {Case-Based Reasoning Research and Development: 25th International Conference, ICCBR 2017, Trondheim, Norway, June 26-28, 2017, Proceedings}
}

@inproceedings{
 title = {Case-based recommendation for online judges using learning itineraries},
 type = {inproceedings},
 year = {2017},
 pages = {315-329},
 volume = {10339 LNAI},
 websites = {http://dx.doi.org/10.1007/978-3-319-61030-6_22},
 publisher = {Springer International Publishing},
 id = {f1a2d49d-bd9f-3b82-b916-24a45c335523},
 created = {2017-07-25T11:52:16.857Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.705Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Sánchez-Ruiz, A.A. and Jimenez-Diaz, Guillermo and Gómez-Martín, P.P. and Gómez-Martín, M.A.},
 editor = {Aha, David W and Lieber, Jean},
 doi = {10.1007/978-3-319-61030-6_22},
 booktitle = {Case-Based Reasoning Research and Development: 25th International Conference, ICCBR 2017, Trondheim, Norway, June 26-28, 2017, Proceedings}
}

@article{
 title = {Similarity metrics from social network analysis for content recommender systems},
 type = {article},
 year = {2017},
 keywords = {Online judges,link prediction,recommender systems,similarity metrics,social network analysis},
 pages = {223-234},
 volume = {30},
 id = {57161ea5-2ed2-3761-ae79-e3adfc6332b5},
 created = {2017-08-03T11:53:37.084Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.774Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 bibtype = {article},
 author = {Jimenez-Diaz, Guillermo and Gómez-Martín, P.P. and Gómez-Martín, M.A. and Sánchez-Ruiz, A.A.},
 doi = {10.3233/AIC-170732},
 journal = {AI Communications},
 number = {3-4}
}

@inproceedings{
 title = {Searching Museum Routes using CBR},
 type = {inproceedings},
 year = {2016},
 pages = {1-15},
 websites = {http://dx.doi.org/10.1007/978-3-319-47096-2_1},
 publisher = {Springer International Publishing},
 city = {Atlanta, GA, USA},
 id = {39de7eff-1c2a-3c72-86e5-4c188dee7d3c},
 created = {2017-06-25T13:17:11.806Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.669Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 folder_uuids = {6df9abd0-5908-481f-9a84-70a8979d24c8},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Aguirre Pemán, Jesús and Díaz-Agudo, B. and Jimenez-Diaz, Guillermo},
 editor = {Goel, Ashok and Díaz-Agudo, M Belén and Roth-Berghofer, Thomas},
 doi = {10.1007/978-3-319-47096-2_1},
 booktitle = {24th International Conference on Case Based Reasoning ICCBR 2016}
}

@inproceedings{
 title = {RACMA or how to give life to a blank map at the Museum of America | RACMA o cómo dar vida a un mapa mudo en el Museo de América},
 type = {inproceedings},
 year = {2015},
 pages = {80-89},
 volume = {1394},
 websites = {http://ceur-ws.org/Vol-1394/paper_8.pdf},
 publisher = {CEUR Workshop Proceedings},
 city = {Barcelona, Spain},
 id = {5c553407-b2a6-3ab4-9f26-1136da1362d4},
 created = {2016-05-12T09:12:13.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:49:41.777Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 citation_key = {Caro-Martinez2015},
 private_publication = {false},
 bibtype = {inproceedings},
 author = {Caro-Martínez, Marta and Hernando-Hernández, D. and Jimenez-Diaz, Guillermo},
 booktitle = {Proceedings 2nd Congreso de la Sociedad Española para las Ciencias del Videojuego}
}

@article{
 title = {A semantically enriched context-aware OER recommendation strategy and its application to a computer science OER repository},
 type = {article},
 year = {2014},
 keywords = {Computer science repositories,knowledge-based recommender systems,open education,users' experience},
 pages = {255-260},
 volume = {57},
 id = {f48e0318-376e-343b-8c30-6f11cd41521b},
 created = {2016-05-12T09:12:14.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.396Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {© 2014 IEEE. This paper describes a knowledge-based strategy for recommending educational resources - worked problems, exercises, quiz questions, and lecture notes - to learners in the first two courses in the introductory sequence of a computer science major (CS1 and CS2). The goal of the recommendation strategy is to provide support for personalized access to the resources that exist in open educational repositories. The strategy uses: 1) a description of the resources based on metadata standards enriched by ontology-based semantic indexing, and 2) contextual information about the user (her knowledge of that particular field of learning). The results of an experimental analysis of the strategy's performance are presented. These demonstrate that the proposed strategy offers a high level of personalization and can be adapted to the user. An application of the strategy to a repository of computer science open educational resources was well received by both educators and students and had promising effects on the student performance and dropout rates.},
 bibtype = {article},
 author = {Ruiz-Iniesta, A. and Jimenez-Diaz, Guillermo and Gómez-Albarrán, M.},
 doi = {10.1109/TE.2014.2309554},
 journal = {IEEE Transactions on Education},
 number = {4}
}

© 2014 IEEE. This paper describes a knowledge-based strategy for recommending educational resources - worked problems, exercises, quiz questions, and lecture notes - to learners in the first two courses in the introductory sequence of a computer science major (CS1 and CS2). The goal of the recommendation strategy is to provide support for personalized access to the resources that exist in open educational repositories. The strategy uses: 1) a description of the resources based on metadata standards enriched by ontology-based semantic indexing, and 2) contextual information about the user (her knowledge of that particular field of learning). The results of an experimental analysis of the strategy's performance are presented. These demonstrate that the proposed strategy offers a high level of personalization and can be adapted to the user. An application of the strategy to a repository of computer science open educational resources was well received by both educators and students and had promising effects on the student performance and dropout rates.

@article{
 title = {Supporting sketch-based retrieval from a library of reusable behaviours},
 type = {article},
 year = {2013},
 keywords = {AI authoring tools,Behaviour authoring,FSMs,Game design,Graph matching,Non-playing characters},
 pages = {531-542},
 volume = {40},
 id = {1460f017-4660-3f3c-913f-3d785039e1e1},
 created = {2016-05-12T09:12:13.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:22.844Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {Building the behaviour for non-player characters in a game is a complex collaborative task among AI designers and programmers. In this paper we present a visual authoring tool for game designers that supports behaviour reuse. We describe a visual editor, capable of storing, indexing, retrieving and reusing behaviours previously designed by AI programmers. One of the most notable features of our editor is its capability for sketch-based retrieval: searching in a repository for behaviours that are similar to the one the user is drawing, and making suggestions about how to complete it. As this process relies on graph behaviour comparison, in this paper, we describe different algorithms for graph comparison, and demonstrate, through empirical evaluation in a particular test domain, that we can provide structure-based similarity for graphs that preserves behaviour similarity and can be computed at reasonable cost. © 2012 Elsevier Ltd. All rights reserved.},
 bibtype = {article},
 author = {Flórez-Puga, G. and González-Calero, P.A. and Jimenez-Diaz, Guillermo and Díaz-Agudo, B.},
 doi = {10.1016/j.eswa.2012.07.067},
 journal = {Expert Systems with Applications},
 number = {2}
}

Building the behaviour for non-player characters in a game is a complex collaborative task among AI designers and programmers. In this paper we present a visual authoring tool for game designers that supports behaviour reuse. We describe a visual editor, capable of storing, indexing, retrieving and reusing behaviours previously designed by AI programmers. One of the most notable features of our editor is its capability for sketch-based retrieval: searching in a repository for behaviours that are similar to the one the user is drawing, and making suggestions about how to complete it. As this process relies on graph behaviour comparison, in this paper, we describe different algorithms for graph comparison, and demonstrate, through empirical evaluation in a particular test domain, that we can provide structure-based similarity for graphs that preserves behaviour similarity and can be computed at reasonable cost. © 2012 Elsevier Ltd. All rights reserved.

@article{
 title = {Social factors in group recommender systems},
 type = {article},
 year = {2013},
 keywords = {Memory,Personality,Recommender systems,Social networks,Trust},
 volume = {4},
 id = {0a072838-966b-383a-9045-1ff56bf34c7a},
 created = {2016-05-12T09:12:14.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.395Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {In this article we review the existing techniques in group recommender systems and we propose some improvement based on the study of the different individual behaviors when carrying out a decision-making process. Our method includes an analysis of group personality composition and trust between each group member to improve the accuracy of group recommenders. This way we simulate the argumentation process followed by groups of people when agreeing on a common activity in a more realistic way. Moreover, we reflect how they expect the system to behave in a long term recommendation process. This is achieved by including a memory of past recommendations that increases the satisfaction of users whose preferences have not been taken into account in previous recommendations. © 2013 ACM.},
 bibtype = {article},
 author = {Quijano-Sanchez, L. and Recio-Garcia, J.A. and Diaz-Agudo, B. and Jimenez-Diaz, Guillermo},
 doi = {10.1145/2414425.2414433},
 journal = {ACM Transactions on Intelligent Systems and Technology},
 number = {1}
}

In this article we review the existing techniques in group recommender systems and we propose some improvement based on the study of the different individual behaviors when carrying out a decision-making process. Our method includes an analysis of group personality composition and trust between each group member to improve the accuracy of group recommenders. This way we simulate the argumentation process followed by groups of people when agreeing on a common activity in a more realistic way. Moreover, we reflect how they expect the system to behave in a long term recommendation process. This is achieved by including a memory of past recommendations that increases the satisfaction of users whose preferences have not been taken into account in previous recommendations. © 2013 ACM.

@book{
 title = {eCo: Managing a library of reusable behaviours},
 type = {book},
 year = {2012},
 source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
 pages = {92-106},
 volume = {7466 LNAI},
 id = {4af32e16-f74f-3e9b-9c12-9cae70e12439},
 created = {2016-05-12T09:12:13.000Z},
 file_attached = {false},
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 last_modified = {2019-08-20T10:44:22.927Z},
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 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {Building the behaviour for non-player characters in a game is a complex collaborative task among AI designers and programmers. In this paper we present a visual authoring tool for game designers that uses CBR techniques to support behaviour reuse. Our visual editor (called eCo) is capable of storing, indexing, retrieving and reusing behaviours previously designed by AI programmers. One of its most notable features is the sketch-based retrieval: that is, searching in a repository for behaviours that are similar to the one the user is drawing, and making suggestions about how to complete it. As this process relies on graph behaviour comparison, in this paper, we describe different algorithms for graph comparison, and demonstrate, through empirical evaluation in a particular test domain, that we can provide structure-based similarity for graphs that preserves behaviour similarity and can be computed at reasonable cost. © 2012 Springer-Verlag.},
 bibtype = {book},
 author = {Flórez-Puga, G. and Jimenez-Diaz, Guillermo and González-Calero, P.A.},
 doi = {10.1007/978-3-642-32986-9_9}
}

Building the behaviour for non-player characters in a game is a complex collaborative task among AI designers and programmers. In this paper we present a visual authoring tool for game designers that uses CBR techniques to support behaviour reuse. Our visual editor (called eCo) is capable of storing, indexing, retrieving and reusing behaviours previously designed by AI programmers. One of its most notable features is the sketch-based retrieval: that is, searching in a repository for behaviours that are similar to the one the user is drawing, and making suggestions about how to complete it. As this process relies on graph behaviour comparison, in this paper, we describe different algorithms for graph comparison, and demonstrate, through empirical evaluation in a particular test domain, that we can provide structure-based similarity for graphs that preserves behaviour similarity and can be computed at reasonable cost. © 2012 Springer-Verlag.

@article{
 title = {Role-play virtual worlds for teaching object-oriented design: The ViRPlay development experience},
 type = {article},
 year = {2012},
 keywords = {object-oriented design,role-play,software usability,virtual learning environments},
 pages = {235-253},
 volume = {42},
 id = {7be6c759-fed5-3765-a7b5-575b44456cd6},
 created = {2016-05-12T09:12:13.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.813Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {The use of game technology for building virtual learning environments is intended to improve the motivation and engagement of the student, borrowing such properties from their entertaining counterparts. Nevertheless, wrapping pedagogical contents in a virtual environment is no simple achievement, and requires a rigorous process of designing and validating the metaphors and mechanics included in the virtual learning system. In this paper we describe such design process exemplified in the construction of consecutive versions of ViRPlay, a 3D role play virtual environment for teaching object-oriented design. We show how main mechanics were transferred from experiments in the real world and how such mechanics were evolved based on empirical evaluations. Copyright © 2011 John Wiley & Sons, Ltd.},
 bibtype = {article},
 author = {Jimenez-Diaz, Guillermo and Gonzalez-Calero, P.A. and Gomez-Albarran, M.},
 doi = {10.1002/spe.1071},
 journal = {Software - Practice and Experience},
 number = {2}
}

The use of game technology for building virtual learning environments is intended to improve the motivation and engagement of the student, borrowing such properties from their entertaining counterparts. Nevertheless, wrapping pedagogical contents in a virtual environment is no simple achievement, and requires a rigorous process of designing and validating the metaphors and mechanics included in the virtual learning system. In this paper we describe such design process exemplified in the construction of consecutive versions of ViRPlay, a 3D role play virtual environment for teaching object-oriented design. We show how main mechanics were transferred from experiments in the real world and how such mechanics were evolved based on empirical evaluations. Copyright © 2011 John Wiley & Sons, Ltd.

@article{
 title = {A hybrid user-centred recommendation strategy applied to repositories of learning objects},
 type = {article},
 year = {2012},
 keywords = {Hybrid recommender,Learning object,Personalisation,VLC,Virtual learning communities},
 pages = {302-321},
 volume = {8},
 id = {0534b562-5f1d-3581-8ccb-2ab2c15331b9},
 created = {2016-05-12T09:12:14.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.545Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {This article describes the guidelines followed in the design of a framework for managing learning object repositories that can be applied to different domains. The main features of the framework are the engagement of the virtual learning community in authoring and maintenance tasks, along with the use of recommender system technology in order to provide personalised searching and retrieval features. This article mainly focuses on the recommendation tasks, which help to identify suitable resources for the students in the virtual learning community. The recommendation approach follows a cascade hybrid strategy that refines the decisions of a case-based recommender by using a collaborative one. The former provides resources that fit the current student profile and promote her learning process. The later includes in the retrieval process the opinion about the usefulness of the resources provided by other members of the virtual learning community. Copyright © 2012 Inderscience Enterprises Ltd.},
 bibtype = {article},
 author = {Ruiz-Iniesta, A. and Jimenez-Diaz, Guillermo and Gómez-Albarrán, M.},
 doi = {10.1504/IJWBC.2012.048054},
 journal = {International Journal of Web Based Communities},
 number = {3}
}

This article describes the guidelines followed in the design of a framework for managing learning object repositories that can be applied to different domains. The main features of the framework are the engagement of the virtual learning community in authoring and maintenance tasks, along with the use of recommender system technology in order to provide personalised searching and retrieval features. This article mainly focuses on the recommendation tasks, which help to identify suitable resources for the students in the virtual learning community. The recommendation approach follows a cascade hybrid strategy that refines the decisions of a case-based recommender by using a collaborative one. The former provides resources that fit the current student profile and promote her learning process. The later includes in the retrieval process the opinion about the usefulness of the resources provided by other members of the virtual learning community. Copyright © 2012 Inderscience Enterprises Ltd.

@article{
 title = {A framework for the rapid prototyping of knowledge-based recommender systems in the learning domain},
 type = {article},
 year = {2012},
 keywords = {Frameworks,Learning objects,Recommender systems},
 pages = {167-181},
 volume = {44},
 id = {38ee9085-0832-36a6-9887-2a2cb79842ef},
 created = {2016-05-12T09:12:15.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.493Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {In this paper we present a framework for the rapid prototyping of knowledge-based recommender systems applied to learning object recommendation. With a recommendation scheme of five stages as starting point, the framework can be configured and adapted to build different recommenders. The framework not only provides default implementations of alternative strategies for each stage, but can easily be extended with new implementations. Finally, we exemplify the use of the framework by implementing two different recommenders. Copyright © 2012, Australian Computer Society Inc.},
 bibtype = {article},
 author = {Ruiz-Iniesta, A. and Jimenez-Diaz, Guillermo and Gómez-Albarrán, M.},
 journal = {Journal of Research and Practice in Information Technology},
 number = {2}
}

In this paper we present a framework for the rapid prototyping of knowledge-based recommender systems applied to learning object recommendation. With a recommendation scheme of five stages as starting point, the framework can be configured and adapted to build different recommenders. The framework not only provides default implementations of alternative strategies for each stage, but can easily be extended with new implementations. Finally, we exemplify the use of the framework by implementing two different recommenders. Copyright © 2012, Australian Computer Society Inc.

@inproceedings{
 title = {Predicting performance in team games: The automatic coach},
 type = {inproceedings},
 year = {2011},
 keywords = {Clustering,Videogames},
 pages = {401-406},
 volume = {1},
 id = {b4797e56-5f53-344a-be7f-8b9c94b53c4d},
 created = {2016-05-12T09:12:13.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:22.925Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {A wide range of modern videogames involves a number of players collaborating to obtain a common goal. The way the players are teamed up is usually based on a measure of performance that makes players with a similar level of performance play together. We propose a novel technique based on clustering over observed behaviour in the game that seeks to exploit the particular way of playing of every player to find other players with a gameplay such that in combination will constitute a good team, in a similar way to a human coach. This paper describes the preliminary results using these techniques for the characterization of player and team behaviours. Experiments are performed in the domain of Soccerbots.},
 bibtype = {inproceedings},
 author = {Jimenez-Diaz, Guillermo and Menéndez, H.D. and Camacho, D. and González-Calero, P.A.},
 booktitle = {ICAART 2011 - Proceedings of the 3rd International Conference on Agents and Artificial Intelligence}
}

A wide range of modern videogames involves a number of players collaborating to obtain a common goal. The way the players are teamed up is usually based on a measure of performance that makes players with a similar level of performance play together. We propose a novel technique based on clustering over observed behaviour in the game that seeks to exploit the particular way of playing of every player to find other players with a gameplay such that in combination will constitute a good team, in a similar way to a human coach. This paper describes the preliminary results using these techniques for the characterization of player and team behaviours. Experiments are performed in the domain of Soccerbots.

@inproceedings{
 title = {An experimental analysis of the behaviour of a personalized case-based recommendation strategy for the learning domain},
 type = {inproceedings},
 year = {2011},
 keywords = {Case-based recommendation techniques,Learning objects,Personalization},
 pages = {135-137},
 id = {553bec86-6881-3ed6-a3b7-866726d43043},
 created = {2016-05-12T09:12:14.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.397Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {This paper describes an approach that fosters a strong personalized case-based recommendation strategy of learning objects and analyses its behaviour on two dimensions: the pedagogical utility of the learning objects and the similarity with the student query.},
 bibtype = {inproceedings},
 author = {Ruiz-Iniesta, A. and Jimenez-Diaz, Guillermo and Gómez-Albarrán, M.},
 booktitle = {Proceedings of the 19th International Conference on Computers in Education, ICCE 2011}
}

This paper describes an approach that fosters a strong personalized case-based recommendation strategy of learning objects and analyses its behaviour on two dimensions: the pedagogical utility of the learning objects and the similarity with the student query.

@inproceedings{
 title = {Happy Movie: A group recommender application in Facebook},
 type = {inproceedings},
 year = {2011},
 pages = {419-420},
 id = {c78da024-84ed-3414-b30c-bdf0af11244e},
 created = {2016-05-12T09:12:14.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.396Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {In this paper we introduce our recommender Happy Movie, a Facebook application for movie recommendation to groups. This system exploits information about the social relationships and behaviour of the users to provide better recommendations. Our previous works have shown that social factors improve the recommendation results. However it required many questionnaires to be filled for obtaining the social information, so we have moved to a social network environment where this information is easily available. Copyright © 2011, Association for the Advancement of Artificial Intelligence. All rights reserved.},
 bibtype = {inproceedings},
 author = {Quijano-Sánchez, L. and Recio-García, J.A. and Díaz-Agudo, B. and Jimenez-Diaz, Guillermo},
 booktitle = {Proceedings of the 24th International Florida Artificial Intelligence Research Society, FLAIRS - 24}
}

In this paper we introduce our recommender Happy Movie, a Facebook application for movie recommendation to groups. This system exploits information about the social relationships and behaviour of the users to provide better recommendations. Our previous works have shown that social factors improve the recommendation results. However it required many questionnaires to be filled for obtaining the social information, so we have moved to a social network environment where this information is easily available. Copyright © 2011, Association for the Advancement of Artificial Intelligence. All rights reserved.

@article{
 title = {Promoting strong personalization in content-based recommendation systems of learning objects | Personalización en recomendadores basados en contenido y su aplicación a repositorios de objetos de aprendizaje},
 type = {article},
 year = {2010},
 keywords = {Content-based Recommenders,Learning Objects,Personalization},
 pages = {31-38},
 volume = {5},
 id = {da073397-d17d-338f-8017-24c93951eab8},
 created = {2016-05-12T09:12:12.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.542Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {Recommendation technologies have a clear application in e-learning: providing support for personalized access to the Learning Objects (LOs) that exist in repositories. In this paper we describe a novel approach that fosters a strong personalized content-based recommendation of LOs. This approach gives priority to those LOs that are most similar to the student's short-term learning goals (the concepts that the student wants to learn in the session) and, at the same time, have a high pedagogical utility in the light of the student's cognitive state (long-term learning goals). The paper includes the definition of a flexible metric that combines the similarity with the query and the pedagogical utility of the LO. We finally describe the application of the approach to an educational repository of Computer Programming LOs © IEEE.},
 bibtype = {article},
 author = {Ruiz-Iniesta, A. and Jimenez-Diaz, Guillermo and Gómez-Albarrán, M.},
 journal = {Revista Iberoamericana de Tecnologias del Aprendizaje},
 number = {1}
}

Recommendation technologies have a clear application in e-learning: providing support for personalized access to the Learning Objects (LOs) that exist in repositories. In this paper we describe a novel approach that fosters a strong personalized content-based recommendation of LOs. This approach gives priority to those LOs that are most similar to the student's short-term learning goals (the concepts that the student wants to learn in the session) and, at the same time, have a high pedagogical utility in the light of the student's cognitive state (long-term learning goals). The paper includes the definition of a flexible metric that combines the similarity with the query and the pedagogical utility of the LO. We finally describe the application of the approach to an educational repository of Computer Programming LOs © IEEE.

@inproceedings{
 title = {Personality aware recommendations to groups},
 type = {inproceedings},
 year = {2009},
 keywords = {Conflict resolution,Group recommendation,Personality},
 pages = {325-328},
 id = {e05588de-d857-3285-8a61-19cd857ac595},
 created = {2016-05-12T09:12:12.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.675Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {true},
 hidden = {false},
 private_publication = {false},
 abstract = {In this article we introduce a novel method of making recommendations to groups based on existing techniques of collaborative filtering and taking into account the group personality composition. We have tested our method in the movie recommendation domain and we have experimentally evaluated its behavior under heterogeneous groups according to the group personality composition. Copyright 2009 ACM.},
 bibtype = {inproceedings},
 author = {Recio-Garcia, J.A. and Jimenez-Diaz, Guillermo and Sanchez-Ruiz, A.A. and Diaz-Agudo, B.},
 doi = {10.1145/1639714.1639779},
 booktitle = {RecSys'09 - Proceedings of the 3rd ACM Conference on Recommender Systems}
}

In this article we introduce a novel method of making recommendations to groups based on existing techniques of collaborative filtering and taking into account the group personality composition. We have tested our method in the movie recommendation domain and we have experimentally evaluated its behavior under heterogeneous groups according to the group personality composition. Copyright 2009 ACM.

@book{
 title = {User-adaptive recommendation techniques in repositories of learning objects: Combining long-term and short-term learning goals},
 type = {book},
 year = {2009},
 source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
 keywords = {Content-based Recommendation Techniques,Learning Objects,Personalization,User-adaptive Learning},
 pages = {645-650},
 volume = {5794 LNCS},
 id = {e872ee21-35e2-3d75-a2a2-e1bbf97acea7},
 created = {2016-05-12T09:12:13.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.802Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {In this paper we describe a novel approach that fosters a strong personalized content-based recommendation of LOs. It gives priority to those LOs that are most similar to the student's short-term learning goals (the concepts that the student wants to learn in the session) and, at the same time, have a high pedagogical utility in the light of the student's cognitive state (long-term learning goals). The paper includes the definition of a flexible metric that combines the similarity with the query and the pedagogical utility of the LO. © 2009 Springer Berlin Heidelberg.},
 bibtype = {book},
 author = {Ruiz-Iniesta, A. and Jimenez-Diaz, Guillermo and Gómez-Albarrán, M.},
 doi = {10.1007/978-3-642-04636-0_62}
}

In this paper we describe a novel approach that fosters a strong personalized content-based recommendation of LOs. It gives priority to those LOs that are most similar to the student's short-term learning goals (the concepts that the student wants to learn in the session) and, at the same time, have a high pedagogical utility in the light of the student's cognitive state (long-term learning goals). The paper includes the definition of a flexible metric that combines the similarity with the query and the pedagogical utility of the LO. © 2009 Springer Berlin Heidelberg.

@inproceedings{
 title = {Teaching design patterns using a family of games},
 type = {inproceedings},
 year = {2009},
 keywords = {Abstract strategy games,Design patterns,Refactoring},
 pages = {268-272},
 id = {68a4e7d7-839f-3e4a-a91c-188e99db39fa},
 created = {2016-05-12T09:12:14.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.827Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {Object-oriented software design requires a combination of abilities that can not be easily transferred to the students in lecture sessions. Based on our experience, this paper details how to increase student comprehension of design patterns through a project-based approach that consists in the development of a family of abstract strategy games in an incremental way. In this approach, the application resulting from the previous assignment is refined using refactoring and design patterns to complete the next assignment. Our approach is illustrated by the development of a family of n-in-a-row games in a CS3 course.},
 bibtype = {inproceedings},
 author = {Gómez-Martín, M.A. and Jimenez-Diaz, Guillermo and Arroyo, J.},
 doi = {10.1145/1562877.1562960},
 booktitle = {Proceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE}
}

Object-oriented software design requires a combination of abilities that can not be easily transferred to the students in lecture sessions. Based on our experience, this paper details how to increase student comprehension of design patterns through a project-based approach that consists in the development of a family of abstract strategy games in an incremental way. In this approach, the application resulting from the previous assignment is refined using refactoring and design patterns to complete the next assignment. Our approach is illustrated by the development of a family of n-in-a-row games in a CS3 course.

@inproceedings{
 title = {Recommendation in repositories of learning objects: A proactive approach that exploits diversity and navigation-by-proposing},
 type = {inproceedings},
 year = {2009},
 pages = {543-545},
 id = {e8f97097-64a5-3a6d-b0b7-76ba707b8d9a},
 created = {2016-05-12T09:12:15.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.115Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {We describe a proactive recommendation approach for repositories of Learning Objects that adapts to the student profile. It comprises a strategy that lets include diversity in the proposals, and uses navigation-by-proposing, a simple conversational process that avoids posing direct questions and carries very little feedback overheadfrom the students 'perspective. © 2009 IEEE.},
 bibtype = {inproceedings},
 author = {Ruiz-Iniesta, A. and Jimenez-Diaz, Guillermo and Gómez-Albarran, M.},
 doi = {10.1109/ICALT.2009.23},
 booktitle = {Proceedings - 2009 9th IEEE International Conference on Advanced Learning Technologies, ICALT 2009}
}

We describe a proactive recommendation approach for repositories of Learning Objects that adapts to the student profile. It comprises a strategy that lets include diversity in the proposals, and uses navigation-by-proposing, a simple conversational process that avoids posing direct questions and carries very little feedback overheadfrom the students 'perspective. © 2009 IEEE.

@book{
 title = {Role-play virtual environments: Recreational learning of software design},
 type = {book},
 year = {2008},
 source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
 keywords = {Game-based learning,Object-oriented design,Role-play},
 pages = {27-32},
 volume = {5192 LNCS},
 id = {6a43475c-8f57-376f-be38-3573b0e88b01},
 created = {2016-05-12T09:12:14.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.403Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {CRC cards and role-play sessions are two techniques widely used in responsibility-driven design and employed as active learning methods to teach object-oriented software design. Based on our experience using them, we propose a game-based approach to take the classroom experience into a virtual environment. We show how the proposed virtual environment must integrate a number of mechanics and we des-cribe one possible interaction metaphor that combines features from first person shooters and sport games, along with its implementation. © 2008 Springer-Verlag Berlin Heidelberg.},
 bibtype = {book},
 author = {Jimenez-Diaz, Guillermo and Gómez-Albarrán, M. and González-Calero, P.A.},
 doi = {10.1007/978-3-540-87605-2_3}
}

CRC cards and role-play sessions are two techniques widely used in responsibility-driven design and employed as active learning methods to teach object-oriented software design. Based on our experience using them, we propose a game-based approach to take the classroom experience into a virtual environment. We show how the proposed virtual environment must integrate a number of mechanics and we des-cribe one possible interaction metaphor that combines features from first person shooters and sport games, along with its implementation. © 2008 Springer-Verlag Berlin Heidelberg.

@inproceedings{
 title = {How to teach semantic web?: A project-based approach},
 type = {inproceedings},
 year = {2008},
 keywords = {Description logic,Knowledge-based systems,Ontology,Semantic web},
 pages = {98-102},
 id = {9cdbf5fe-a889-3df7-b29f-78c2874f9762},
 created = {2016-05-12T09:12:14.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.374Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {The goals, technologies and problems related to the Semantic Web are well known for research purposes. Due to its extent, the inclusion of the concepts that concern to the Semantic Web in Computer Science courses is not easy. In this paper we detail our experience on a project-oriented approach to learn and to put into practice the main problems, concepts and technologies related to the Semantic Web. The project domain focuses on semantic mark up and retrieval of pictures, and the comparison between syntactical and semantic retrieval methods. Copyright 2008 ACM.},
 bibtype = {inproceedings},
 author = {Díaz-Agudo, B. and Jimenez-Diaz, Guillermo and Recio-García, J.A.},
 doi = {10.1145/1384271.1384299},
 booktitle = {Proceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE}
}

The goals, technologies and problems related to the Semantic Web are well known for research purposes. Due to its extent, the inclusion of the concepts that concern to the Semantic Web in Computer Science courses is not easy. In this paper we detail our experience on a project-oriented approach to learn and to put into practice the main problems, concepts and technologies related to the Semantic Web. The project domain focuses on semantic mark up and retrieval of pictures, and the comparison between syntactical and semantic retrieval methods. Copyright 2008 ACM.

@article{
 title = {Teaching GoF design patterns through refactoring and role-play},
 type = {article},
 year = {2008},
 keywords = {Active learning,Object-oriented design pattern learning,Pattern-directed refactoring,Role-play},
 pages = {717-728},
 volume = {24},
 id = {cac75569-2a13-3052-a9ae-bd2f46b568da},
 created = {2016-05-12T09:12:15.000Z},
 file_attached = {false},
 profile_id = {9b41408a-6b73-3771-9777-d165eecfa568},
 last_modified = {2019-08-20T10:44:23.113Z},
 read = {false},
 starred = {true},
 authored = {true},
 confirmed = {false},
 hidden = {false},
 private_publication = {false},
 abstract = {In order to fully understand the implications of object-oriented design patterns, students need to consider alternative designs to a problem and to analyse these solutions in terms of coupling, cohesion and extensibility. Lecture-based approaches to teaching design patterns do not provide students with the insights needed unless they already have experience in object-oriented design. In this paper we present an approach to teaching design patterns that promotes active learning and makes students participate in refactorings through role-play sessions. We describe two experiments that demonstrate student acceptance and present promising results on the effectiveness of the approach. © 2008 TEMPUS Publications.},
 bibtype = {article},
 author = {Jimenez-Diaz, Guillermo and Gómez-Albarrán, M. and González-Calero, P.A.},
 journal = {International Journal of Engineering Education},
 number = {4}
}

In order to fully understand the implications of object-oriented design patterns, students need to consider alternative designs to a problem and to analyse these solutions in terms of coupling, cohesion and extensibility. Lecture-based approaches to teaching design patterns do not provide students with the insights needed unless they already have experience in object-oriented design. In this paper we present an approach to teaching design patterns that promotes active learning and makes students participate in refactorings through role-play sessions. We describe two experiments that demonstrate student acceptance and present promising results on the effectiveness of the approach. © 2008 TEMPUS Publications.

@inproceedings{
 title = {Using role-play virtual environments to learn software design},
 type = {inproceedings},
 year = {2007},
 keywords = {Active learning,CRC cards,Object-oriented design,Role-play,Software design,Virtual environments},
 pages = {143-151},
 id = {28901f01-8c40-3c97-a55f-5802b0eba7dc},
 created = {2016-05-12T09:12:13.000Z},
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 abstract = {Object-oriented software design is a kind of black-art that requires a combination of common sense, experience, good taste and the capability to look at a problem from different points of view. According to our experience, these abilities cannot be easily transferred to the students in a lecture. Taking ideas from the way software is designed in industry, according to agile methodologies, we have tried a more active teaching approach using role-play. Students are faced with a design problem and provided with an initial sketchy design, i.e. a number of classes, and several use cases to be solved using those classes. Each student adopts the role of an object and each use case is executed through message passing between the objects represented by the students. This way, the students have the chance to, at their own pace, evaluate the consequences of a given design and test their ideas with the other actors in play. The good results obtained during the empirical evaluation of this active learning approach have motivated us to transfer our teaching methodology to virtual environments. Using our previous experience developing game-based learning environments and taking ingredients from the interface and gameplay of first-person shooters and sport games, we have designed a role-play virtual environment (RPVE) that intends to maintain, and even reinforce, the benefits of role-play in the classroom. We developed ViRPlay3D, a RPVE to understand object-oriented software behavior. It supported a single player, included a simple metaphor and did not allow the modification of CRC cards. Nowadays, we have completed the specifications of ViRPlay3D2, an extension of ViRPlay3D for, both, understanding and creating object-oriented designs. ViRPlay3D2 is a multiplayer environment where students mimic the classroom role-play sessions. The students are immersed in the environment using a first-person view that simulates the point of view of the objects that participate in the role-play. The students can modify the proposed design and the simulation is recorded for a further evaluation.},
 bibtype = {inproceedings},
 author = {Jimenez-Diaz, Guillermo and González-Calero, P. and Gómez-Albarrán, M.},
 booktitle = {European Conference on Games Based Learning, ECGBL 2007}
}

Object-oriented software design is a kind of black-art that requires a combination of common sense, experience, good taste and the capability to look at a problem from different points of view. According to our experience, these abilities cannot be easily transferred to the students in a lecture. Taking ideas from the way software is designed in industry, according to agile methodologies, we have tried a more active teaching approach using role-play. Students are faced with a design problem and provided with an initial sketchy design, i.e. a number of classes, and several use cases to be solved using those classes. Each student adopts the role of an object and each use case is executed through message passing between the objects represented by the students. This way, the students have the chance to, at their own pace, evaluate the consequences of a given design and test their ideas with the other actors in play. The good results obtained during the empirical evaluation of this active learning approach have motivated us to transfer our teaching methodology to virtual environments. Using our previous experience developing game-based learning environments and taking ingredients from the interface and gameplay of first-person shooters and sport games, we have designed a role-play virtual environment (RPVE) that intends to maintain, and even reinforce, the benefits of role-play in the classroom. We developed ViRPlay3D, a RPVE to understand object-oriented software behavior. It supported a single player, included a simple metaphor and did not allow the modification of CRC cards. Nowadays, we have completed the specifications of ViRPlay3D2, an extension of ViRPlay3D for, both, understanding and creating object-oriented designs. ViRPlay3D2 is a multiplayer environment where students mimic the classroom role-play sessions. The students are immersed in the environment using a first-person view that simulates the point of view of the objects that participate in the role-play. The students can modify the proposed design and the simulation is recorded for a further evaluation.

@book{
 title = {Pass the ball: Game-based learning of software design},
 type = {book},
 year = {2007},
 source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
 keywords = {Game-based learning,Object-oriented design,Role-play},
 pages = {49-54},
 volume = {4740 LNCS},
 id = {74c45e2e-5539-3436-8b7c-c4c13c8ae379},
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 abstract = {Based on our experience using active learning methods to teach object-oriented software design we propose a game-based approach to take the classroom experience into a virtual environment. The different pedagogical approaches that our active method supports, have motivated us to tailor an architecture that supports the creation of different variations of role-play environments, ranging from open-ended trial and error approaches to highly constrained settings where students can not get very far from the solution. We also describe a prototype that instantiates this architecture called ViRPlay3D2. &copy IFIP International Federation for Information Processing 2007.},
 bibtype = {book},
 author = {Jimenez-Diaz, Guillermo and Gómez-Albarrán, M. and González-Calero, P.A.}
}

Based on our experience using active learning methods to teach object-oriented software design we propose a game-based approach to take the classroom experience into a virtual environment. The different pedagogical approaches that our active method supports, have motivated us to tailor an architecture that supports the creation of different variations of role-play environments, ranging from open-ended trial and error approaches to highly constrained settings where students can not get very far from the solution. We also describe a prototype that instantiates this architecture called ViRPlay3D2. © IFIP International Federation for Information Processing 2007.

@inproceedings{
 title = {Software behaviour understanding supported by dynamic visualization and role-play},
 type = {inproceedings},
 year = {2005},
 keywords = {Dynamic visualization,Role-play,Scenario diagrams,Software comprehension},
 pages = {54-58},
 id = {1ea6d07c-fdcb-344e-b123-65a54538c34c},
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 abstract = {Visualization techniques are commonly used in computer science, particularly for understanding the interactions intrinsic in the object-oriented paradigm. The visualization effectiveness improves if the student takes an active role during the learning process. In this paper we propose an active learning approach that lies in using role-play simulations in a virtual 3D environment. Copyright 2005 ACM.},
 bibtype = {inproceedings},
 author = {Jimenez-Diaz, Guillermo and Gómez-Albarrán, M. and Gómez-Martín, M.A. and González-Calero, P.A.},
 booktitle = {Proceedings of the 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education}
}

Visualization techniques are commonly used in computer science, particularly for understanding the interactions intrinsic in the object-oriented paradigm. The visualization effectiveness improves if the student takes an active role during the learning process. In this paper we propose an active learning approach that lies in using role-play simulations in a virtual 3D environment. Copyright 2005 ACM.

@inproceedings{
 title = {Understanding object-oriented software through virtual role-play},
 type = {inproceedings},
 year = {2005},
 pages = {875-877},
 volume = {2005},
 id = {3ce53365-7d54-37b2-920b-a120d9c53d4a},
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 abstract = {Visualization techniques are commonly used in Computer Science, particularly for understanding the interactions intrinsic in the object-oriented paradigm. The visualization effectiveness improves if the student takes an active role during the learning process. In this paper we propose an active learning approach that uses interactive role-play simulations in a virtual 3D environment. © 2005 IEEE.},
 bibtype = {inproceedings},
 author = {Jimenez-Diaz, Guillermo and Gómez-Albarrán, M. and Gómez-Martín, M.A. and González-Calero, P.A.},
 doi = {10.1109/ICALT.2005.293},
 booktitle = {Proceedings - 5th IEEE International Conference on Advanced Learning Technologies, ICALT 2005}
}

Visualization techniques are commonly used in Computer Science, particularly for understanding the interactions intrinsic in the object-oriented paradigm. The visualization effectiveness improves if the student takes an active role during the learning process. In this paper we propose an active learning approach that uses interactive role-play simulations in a virtual 3D environment. © 2005 IEEE.